Student: R Skill: One Variable Equations Initiator: Amanda Rowland Context For Instruction: Assessment and instruction of this

skill will occur in his 6th period Geometry class. He is fully included in this regular education class. I will be pulling him outside to a desk in the hallway to work on instruction of one variable equations three times a week for ten minutes at a time. I will use the first ten minutes of the class period for instruction. I will aim to have instruction on Monday, Wednesday, and Friday unless the student is absent or there is an exam, in which case I will use a different combination of three days during that week. The general education teacher and the special education teacher will be in the classroom giving instruction to the other students in the Geometry class. Program Objective: On a 4 question complex equation quiz in Student Rs pull-out Geometry time, he will complete all applicable steps in the complex equations checklist with 100% of problems answered correctly on two consecutive quizzes for the following problem types: 1. one variable combining whole number like terms 2. one variable combining fraction/decimal like terms 3. one variable distributive property equation 4. complex equation problem taken from his Geometry book Generalization: To enhance generalization from pull-out to natural classroom setting I am using a mediating generalization approach using a cognitive strategy, called CAP. R will be taught to use this strategy in all settings on all problem types. By presenting R with 4 different problem types requiring application of the strategy each day, I hope to increase his ability to apply strategy flexibility in different contexts. Monitoring: To monitor performance across settings and problems I will compare performance levels in pull out time to those in the general education class and problem types from setting to setting. If I identify discrepancies it would suggest a generalization problem. Rationale: One variable equations are an important skill to teach because it is essential to many future skills in math. Math is a subject that constantly builds on itself. Without this skill students will not be able to progress and will only fall farther and farther behind. Other students his age can also perform this skill so we know that it has social validity. Assessment Procedures: 1. Once the bell rings signaling class to start, ask the student to come sit in the two desks in the hallway outside of the classroom with a pencil and a calculator. 2.Ask the student to please sit down. 3.Show student the probe and explain to the student that I want to help him improve his math skills, thus I need to keep checking what he knows and where he is struggling so I can find the best ways to help him succeed. 4.Explain that I just want him to try his best. If he doesnt know the answer it is ok, just try your best to answer it from what you know.

5. Verbally explain the directions: Please solve for the missing variable in each of these four one variable equation questions. You may use your calculator to help you to do the math. If you have a question ask me and I will assist you if I can. You have fifteen minutes to complete the quiz, you may begin. 6.Each quiz has 4 questions. 2 one variable combining like terms problems one with whole numbers and one with fractions/decimals, 1 one variable equation problem that requires the use of the distributive property, and one complex equation problem taken from his Geometry book 7.Only answer questions about what to do, not how to do the problem. 8.If student R stops working on the quiz or gets distracted ask him to please keep working and provide a positive comment about his work so far. 9.When the student is done collect the quiz and thank him for working really hard and trying his best and send him back to his assigned seat in the classroom. If he does not finish in the allotted time frame grade what he completed and count the incomplete questions as incorrect. 10. On the data sheet record the questions correct out of 4 and record which type of question he got wrong according to the data sheet scoring codes. 11. On that days date written on the graph, graph the number of questions he got correct by placing a dot on the graph and using a straight line to connect that dot to the previous dot on the graph. Assessment schedule: Before introducing the cognitive strategy and beginning instruction on the skill, I will conduct baseline until performance is stable. Once teaching has begun, I will give the student a probe after 3 days of instruction until mastery criterion is met. I will teach on Monday, Wednesday, and Friday. After instruction on Friday I will administer the probe. Instructional Procedures: Instruction will occur on every scheduled or naturally occurring opportunity, except on probe trials (after 3 instruction sessions). Each day problems of only one type will be practiced in the context of one of the following games: dice game, Bingo, Millionaire, dry erase board, website, memory game (see sheet with game descriptions). Where he will practice at least 3 problems of the targeted type. Two cognitive strategies are going to be used. The first is the CAP strategy. Combine like terms Ask yourself, How can I isolate the variable? Put the value of the variable in the initial equation, and check if the equation is balanced. Student R is also going to learn to self-monitor and ask himself three questions when the problem is complete, and if she answers no to any of these questions he must go back to the question and try again. Did I complete steps according to CAP? Does my answer make sense? Substitute answer for variable. Did I show all of my work? She will use the Acronym SSS to help remember this. Steps Sense/ Substitution Show During the first week of instruction the student will get a stimulus prompt of a note card with these two strategies written on them. During each lesson we will review what they mean. During the second week of instruction he will get to look at the notecard when he works on his first

problem, after the completion of the first problem the note card will be taken away. During week three no notecard will be present. The most-to-least prompting hierarchy will be used for instruction. There are 4 levels of one variable equations. Level one= combining like term equations with whole numbers, Level 2= combining like term equations with fractions/decimals, Level 3= one variable equations that require the use of the distributive property, Level 4= one variable equation problems from the students Geometry book(see assessment section each type is a quiz question). The easiest level (Level 1) will be mastered by using the most-to-least prompting. Once it is mastered, level 2 will be mastered. Once that is mastered level 3 and so on until all 4 levels have been mastered. Once all 4 levels have been mastered we will work on problems from the ACT to promote generalization. A most-to-least prompt hierarchy will be utilized as follows: First Problem of the Level: 1. Prior to beginning working on math problems, ask student R to rehearse with you the CAP order and the SSS steps to self-monitor. Go over what each level means, and have the student repeat back what each letter stands for. 2. Immediately after the problem is presented to R or R completes a step in solving the problem provide point/verbal prompt to R (e.g. saying R, add together both of your x terms first). 3. Record (Pt) next to that step number on the data sheet and provide specific verbal praise (e.g. Great job combining both of our x terms), nod, or smile. Move on to the next step in the problem. 4. Once all steps in the problem are completed remind the student of the self-monitoring questions, ask the questions and model how the student would decide if it was completed. 5. Use verbal/point prompt for each step to complete the problem. When R has completed each step in the problem for 1 trial, move to step 6 and begin Indirect verbal prompts. Next Two Problems of the Level: 6. Immediately after the problem is presented to R or R completes a step in solving the problem provide an indirect verbal prompt to R (e.g. What do we do after we combine our x terms?). 7. If R initiates the step correctly within 5 seconds of the prompt, record (IV) next to that step number and provide specific verbal praise (e.g. Nice job dividing by the same number on both sides of the equal sign), nod, or smile. Move on to the next step in the problem. 1. If R does not initiate the step correctly within 5 seconds tell him he made an error and model the correct way to complete that step as error correction (e.g. R, thats not quite correct, let me show you the correct way to do it, you have to put all of your x terms on the same side of the equals sign.) Make an M for Model on the data sheet for this step, provide praise, and provide an indirect verbal prompt for the next step. 2. Once all steps in the problem are completed remind the student of the self-monitoring questions, ask the student to state the questions and have the student decide if it was completed. 3. Use indirect verbal prompts for each step in completing the problem. When R has completed each step of the problem including self-monitoring with indirect verbal prompts for 2 consecutive trials, move to letting R respond independently to the Sd for each step. All Subsequent Problems for that Level: 4. Immediately after problem is presented or previous step is completed allow student R 5 seconds to initiate the problem independently to the natural Sd. 5. If R initiates the step correctly within 5 seconds of Sd. record (+) next to that step number and provide specific verbal praise (e.g. Nice job dividing by the same number on both sides of the equal sign), nod, or smile. Move on to the next step of the problem.

6. If R does not initiate the step correctly within 5 seconds tell him he made an error and model the correct way to complete that step as error correction (e.g. R, thats not quite correct, let me show you the correct way to do it, you have to use the distributive property here.) Make an M for Model on the data sheet for this step, provide praise, and wait for the student to complete the next step independently. 7. Once all steps in the problem are completed remind the student of the self-monitoring questions, ask the student to state the questions and have the student decide if it was completed. 8. When R has completed 100% of the steps to the problem independently (+) for 2 consecutive trials, begin next level of equation problems and complete steps 1-16 9. Once all levels and generalization problems have been taught using the above steps and probe quiz scores are 4/4 for 2 consecutive quizzes end instruction and continue with maintenance procedures. Note: Sessions are 10 minutes long during which one game/activity should be completed. Rotate activities, once all activities have been completed start back at the first activity and do them all again. Do as many turns/problems as you can in 10 minutes. Reinforcement (type and schedule): When the instruction is giving direct or indirect verbal prompting I will give specific verbal praise to the student after he correctly completes each step in the completion of the problem. When he is working to solve the problem independently I will only provide verbal praise once she has completed the entire problem correctly. To avoid sounding insincere I will also offer smiles and nods instead of specific verbal praise. There will also be a game or two where candy is given as a prize once you win the game. This is another reinforcer for him. Social Srt/verbal praise after every prompted or unprompted correct response. When he has score (+) on a particular step for all practices of that step on one day, begin fading Srt the following day. I will fade on the following schedule. I will reinforce that particular step every other opportunity for one day. then I will do it every third opportunity for one day. Finally ,I will finish by occasionally reinforcing on random opportunities. Maintenance: I would give the student a 4 question probe (see assessment section) once a week for the first month after we complete instruction. If he maintains his 4/4 score I will then give a probe once a month for the rest of the school year. If at any point he does not get 4/4 for 2 consecutive probes a review of how to do that type of problem should be completed and the student should stay on a once a week probe system until there are 4 consecutive 4/4 probes in which case administration of probes can be faded to once a month. Research Rationale: In Hutchinson (1993) and in Maccini, McNaughton, & Ruhl (1999) the authors used a cognitive strategy to teach students with Learning Disabilities how to solve one variable equations. They taught students a self-monitoring strategy that involved having the students ask themselves various questions while completing a problem. They also used explicit instruction and prompting to help students learn. Since I will be teaching similar students the same skill (one variable equations to students with learning disabilities) I think it is within reason that this technique will also be effective with my student. In Allsopp (1999), the author also thought that cognitive strategies are helpful for teaching the skill of solving one variable equations. This author used a nemonic device as a cognitive strategy to teach one variable equations. It is called the CAP strategy. It stands for Combine like terms, Ask yourself, How can I isolate the variable?, and Put the value of the variable in the initial equation, and check if the equation is balanced. Once again, I think it is within reason that this technique will also be effective with my student since he is learning the same skill and is a high school student with a learning disability.

Allsopp, D. H. (1999). Using modeling, manipulatives, and mnemonics with eighth-grade math students. Teaching Exceptional Children, 32(2), 74-81. Hutchinson, N. L. (1993). Effects of cognitive strategy instruction on algebra problem solving of adolescents with learning disabilities. Learning Disabilities Quarterly, 16, 64-63. Maccini, P., McNaughton, D., & Ruhl, K. (1999). Algebra instruction for students with learning disabilities: Implications from a research review. Learning Disability Quarterly, 22, 113-126.

Date

Data sheet for 4 question probes Score out of 4

Levels of incorrect ?s

Date

Score out of 4

Levels of incorrect ?s

Level one= combining like term equations with whole numbers Level 2= combining like term equations with fractions/decimals Level 3= one variable equations that require the use of the distributive property Level 4= one variable equation problems from the students Geometry book G- ACT Generalization questions

Sc or e O ut of 4 Dates

Date Step 1 2

Date 3 4 5 6 7 8 Self-Monitor % (+) on probe

(+) independent correct response (IV) Correct response after indirect verbal prompt (Pt) Correct response after pointing/verbal prompt (M) Correct step was modeled by instructor The steps on the data sheet involve the student doing the following things: 1. Combines like terms 2. Uses distributive property 3. Performs operations to both sides of the equation 4. Performs correct operations 5. Does computation correctly 6. Shows all steps 7. Answer is written in variable= form 8. Sets up equation correctly

Percent Independent Correct Responses for the Day

Dates

Games and Practice Activities: Dice Game: Write problems with blanks and operations like this ____+____x= ____-___x and have the student roll the dice to fill in each of the blanks and then solve the problem. Bingo: Give student a bingo card with numbers on it. Allow student to pick a problem for a pile of One Variable equation problems. Once they solve it the answer is on the bingo card and

they can place a bingo piece over the answer. When the student gets three in a row they win a piece of candy. Millionaire: Problems are given a money value. Student starts by solving the problem with the lowest value and every time they get one right they earn that many points and get to move on to the next highest money value. When they get one wrong they have to start from the beginning again. They get 1 50/50 life line where they can elect for me to remove to of the multiple choice options so they are only left with two to choose from. If they make it to a million dollars they win a piece of candy. Dry Erase Board: The student completes their problems for the day while writing the answers on the dry erase board. Matching game: This is like the memory game you ay have played as a child. 8 cards are face down on the desk. Four have problems on them and 4 have solutions. You have to flip over the correct problem and correct solution for those two cards to be eliminated. Play until all cards have been eliminated. Equations Website: Student logs on to http://hotmath.com/help/gt/genericalg1/section_1_4.html and completes practice problems from this website. Student should solve the problems on paper and then type it into the computer to check to see if it is correct.